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Arden T. Miller, Ph.D

Psychology of Education

9. Moral Development, Integrity, & Family

 

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Reading assignment: pp. 65-70, 97-104.

1. Explain the process by which moral development occurs according to cognitive developmental theorists, comparing it to other approaches.

2. Use Piaget’s theory and stages to discuss issues of perspective taking, objective/subjective responsibility, and moral realism/morality of cooperation.

3. Discuss the theoretical aspects of Kohlberg’s theory and be able to identify reasoning associated with the Preconv entional level of moral development.

4. Be able to identify reasoning associated with the stages in Kohlberg's Conventional level of moral development and discuss concerns about that level being the highest level of attainment for many people.

5. Be able to identify reasoning associated with the stages in Kohlberg's Postconventional (Principled) level of moral development.

6. Consider weaknesses in Kohlberg's theory; distinctions about conventions, debate about the highest stages, sex bias, and cultural difference in characterization of higher moral development.

7. Explain why moral reasoning won't necessarily lead to moral actions, and consider factors that influence this reasoning/action link.

8. Discuss approaches to promoting character and moral development in the classroom and home, identifying features that are crucial to effective moral development discussions.

9. Identify factors that are related to and/or influence whether students cheat and discuss strategies for reducing cheating.

10. Identify parental and teacher behaviors that fit each of the categories of Baumrind’s parenting styles and discuss their effectiveness

11. Consider cross-cultural variations in these styles and limits on the application of parenting styles.